Digital Design

School Website
MYP – Year5 – Grade 10
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Student Name: Grade: 10 ( )

Introduction:
When you look at a web page in a web browser, you see, at the simplest level, words. These
words usually have some style characteristics, such as different fonts, font sizes and colors. In
many cases a page also displays images or maybe video. Sometimes there is a form where you
can enter (or search) for information, or customize the display of the page to your liking. Often a
page contains content that moves or changes while the rest of the page remains the same.
Several technologies (such as CSS, JavaScript, Flash, AJAX, JSON) can be used to define the
elements of a web page. However, at the very lowest level, a web page is defined
using HTML (HyperText Markup Language). Without HTML, there is no web page. HTML is the
shell that holds everything together: an international standard whose specifications are
maintained by the World Wide Web Consortium (W3C) and the Web Hypertext Application
Technology Working Group (WHATWG). The WHATWG considers HTML a "living standard"
which is constantly evolving, whereas the W3C works on both "snapshots" of HTML, the most
current of which is HTML5 and on the evolution of HTML (HTML 5.1).

The Task
Using HTML language design a “School Website” , in your design you need to :
 Use the school logo

 Choose a subtitle and explain what is going on in the school for this:
a. Example: Sport or art or school trips or effectiveness or anything about your school
b. Should be in the center and a large font size and Blue color
 Write a summary (at least 15 lines) about your chosen title.
 Use different formats for the used fonts (i.e. : Font size &type, Bold , Italic , Underline ….etc)
 Add Photos
 Add Links
 Put background
 Add table
 You must use the greatest possible number of HTML tags
 Use http://www.w3schools.com website to help you
A: Inquiring and Analyzing:
- Explain the needs for a website for the schools. In your explanation you should
discuss the benefits of the school from it’s website
- Visit 2 school websites from your choice and analyze both by comparing between
them showing advantages and disadvantages of each one.

o In your opinion, which website is more efficient in performing the required job.
Justify.

o Document sources of information correctly.

Criterion Maximum Mark Student Mark

A. Inquiring and Analyzing 8
B: Developing ideas
 Develop a design specification, which clearly states the success criteria
for the design of a solution

What is a design specification?

A specification is a set of considerations, constraints and requirements for a solution: what
the solution must or must not have to be successful. A specification is not a description of the
outcome. It should demonstrate that students understand the needs of the problem that they
have identified. Every aspect of a specification must be specific, measurable, achievable,
realistic and testable (SMART).
o What is the problem to be solved?

o What resources are available?

o How much time is needed to create the design?

List the things you need to do and put them in order

o What is required in order to perform the task?

  Develop a range of feasible design ideas, which can be correctly
interpreted by others
 Develop accurate and detailed planning drawings/diagrams and outline
the requirements for the creation of the chosen solution.
Suggest 2 different possible layouts that you may use for your website, and sketch them in the space
below.

Website Layout 1:
Website Layout 1:

 present the chosen design and justify its selection

- Which design will you use in this task?

- Justify your selection.

Criterion Maximum Mark Student Mark

B: Developing ideas 8
C: Creating the solution
 construct a logical plan, which describes the efficient use of time and
resources, sufficient for peers to be able to follow to create the solution

- Draw a flow diagram which shows your plan for creating the solution, and attach it to
the design folder.

 demonstrate excellent technical skills when making the solution

 follow the plan to create the solution, which functions as intended
 fully justify changes made to the chosen design an plan when making
the solution
 Present the solution as a whole.

- Submit your website to the teacher

Criterion Maximum Mark Student Mark

C: Creating the solution 8

D: Evaluating
 Design detailed and relevant testing methods, which generate data, to
measure the success of the solution
- How will you test your solution?

 Critically evaluate the success of the solution against the design

specification

Evaluate your website

1. According to the web page specifications; test your product/Solution to see if it achieves all
requirements.
2. Evaluate your performance in each of the Design cycle stages.
Inquiring and analyzing

Developing ideas

Creating the solution

Evaluating

3. Evaluate yourself regarding Time and self management.

4. Evaluate the social & economical impacts of the product (website) showing how it will help
your community and the targeted users.
MYP Product Design: Assessment Criteria
Criterion A: Inquiring and analyzing
Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i states the need for a solution to a problem for a specified client/target audience
1–2 ii. develops a basic design brief, which states the findings of relevant research.

The student:
i. outlines the need for a solution to a problem for a specified client/target audience
ii. outlines a research plan, which identifies primary and secondary research
needed to develop a solution to the problem, with some guidance
3–4
iii. analyses one existing product that inspires a solution to the problem
iv. Develops a design brief, which outlines the analysis of relevant research.

The student:
i. explains the need for a solution to a problem for a specified client/target audience
ii. constructs a research plan, which identifies and prioritizes primary and secondary
research needed to develop a solution to the problem, with some guidance
5–6 iii. analyses a range of existing products that inspire a solution to the problem
iv. Develops a design brief, which explains the analysis of relevant research.

The student:
i. explains and justifies the need for a solution to a problem for a client/
target audience
7–8
ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research
needed to develop a solution to the problem independently
iii. analyses a range of existing products that inspire a solution to the problem in detail
iv. develops a detailed design brief, which summarizes the analysis of relevant research.
Criterion B: Developing ideas
Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. lists some basic design specifications for the design of a solution
1–2
ii. presents one design, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.

The student:
i. lists some design specifications, which relate to the success criteria for
the design of a solution
ii. presents a few feasible designs, using an appropriate medium(s) or
3–4 annotation, which can be interpreted by others
iii. justifies the selection of the chosen design with reference to the design
specification
iv. creates planning drawings/diagrams or lists requirements for the
creation of the chosen solution.

The student:
i. develops design specifications, which outline the success criteria for the
design of a solution
ii. develops a range of feasible design ideas, using an appropriate
5–6 medium(s) and annotation, which can be interpreted by others
iii. presents the chosen design and justifies its selection with reference to
the design specification
iv. develops accurate planning drawings/diagrams and lists requirements
for the creation of the chosen solution.

The student:
i. develops detailed design specifications, which explain the success
criteria for the design of a solution based on the analysis of the research
7–8 ii. develops a range of feasible design ideas, using an appropriate
medium(s) and detailed annotation, which can be correctly interpreted
by others
iii. presents the chosen design and justifies fully and critically its selection
with detailed reference to the design specification
iv. develops accurate and detailed planning drawings/diagrams and
outlines requirements for the creation of the chosen solution.
Criterion C: Creating the solution

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. demonstrates minimal technical skills when making the solution
1–2
ii. creates the solution, which functions poorly and is presented in an
incomplete form.

The student:
i. constructs a plan that contains some production details, resulting in
peers having difficulty following the plan
ii. demonstrates satisfactory technical skills when making the solution
3–4
iii. creates the solution, which partially functions and is adequately
presented
iv. outlines changes made to the chosen design and plan when making the
solution.

The student:
i. constructs a logical plan, which considers time and resources, sufficient
for peers to be able to follow to create the solution
ii. demonstrates competent technical skills when making the solution
5–6
iii. creates the solution, which functions as intended and is presented
appropriately
iv. describes changes made to the chosen design and plan when making the
solution.

The student:
i. constructs a detailed and logical plan, which describes the efficient
use of time and resources, sufficient for peers to be able to follow to
create the solution
7–8 ii. demonstrates excellent technical skills when making the solution.
iii. follows the plan to create the solution, which functions as intended and
is presented appropriately
iv. fully justifies changes made to the chosen design and plan when making
the solution.
Criterion D: Evaluating
Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors below.

The student:
i. designs a testing method, which is used to measure the success of the
1–2
solution
ii. states the success of the solution.

The student:
i. designs a relevant testing method, which generates data, to measure
the success of the solution
3–4 ii. outlines the success of the solution against the design specification
based on relevant product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.

The student:
i. designs relevant testing methods, which generate data, to measure the
success of the solution
ii. explains the success of the solution against the design specification
5–6
based on relevant product testing
iii. describes how the solution could be improved
iv. explains the impact of the solution on the client/target audience, with
guidance.

The student:
i. designs detailed and relevant testing methods, which generate data,
to measure the success of the solution
7–8 ii. critically evaluates the success of the solution against the design
specification based on authentic product testing
iii. explains how the solution could be improved
iv. explains the impact of the product on the client/target audience.